关键词: AI素养, 未来教育, AI能力, 人工智能+, 高等教育

Abstract:

[Purpose/Significance] AI literacy is becoming increasingly important, not only to adapt to the future development of higher education and the needs of future society, but also to cultivate innovative thinking and problem-solving skills, to enhance decision-making abilities and, most importantly, to emphasize ethical education to avoid the abuse and misuse of AI technology. Existing research emphasizes the importance of AI literacy, with a focus on discussing AI literacy frameworks and pathways. Although some scholars have classified and discussed the AI literacy for teachers and students, there has not been a comprehensive analysis of the skill requirements for different roles in the context of "AI + higher education". [Method/Process] AI literacy education is a multidimensional and multi-level systematic problem. Based on 18 application cases, this study analyzes the specific application scenarios of AI in the educational process, summarizes the development characteristics of "AI+higher education", and analyzes its AI literacy requirements for university teachers, students, managers, and teaching assistants. Therefore, four-role framework for AI literacy is constructed to provide a theoretical reference for future AI literacy education in higher education. [Results/Conclusions] In the context of "AI + Higher Education," future higher education will continue to develop towards ubiquitous teaching, personalized learning, diversified evaluation, and scientific management, ultimately achieving the complete intellectualization of higher education. For teachers, the skills required are innovative teaching and technological integration; for students, active learning and diversified skills; for administrators, forward-thinking leadership and data-driven decision-making; and for educational support staff, intelligent integration of services and resources. The core elements of AI literacy can be summarized as four key components: thinking, knowledge, skills, and attitudes. In specific educational scenarios, the AI skills of teachers, students, administrators, and educational support staff have similarities but also exhibit differences. Due to space limitations, this study did not construct an AI literacy education pathway. In future research, we will continue to deepen the connotation of AI literacy and propose targeted AI literacy education pathways based on the skill requirements of different roles.

Key words: AI literacy, future education, AI capability, AI+, higher education